Учебное пособие по английскому языку для студентов II курса факультета мэо
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50. Open the brackets and write the verbs in the appropriate forms.1. A. – I’ve done all the calculations. Here you are – six pages. B. – But you ________________________ (1 – modal / not / to do) all that work! We have a computer to do that sort of thing.
2. A. – I was on the Circle Line and we were just leaving Piccadilly...
3. A. – I ___________________________ (6 – my house / to paint) last month, but when they sent in the bill I was appalled. If I ________________________ (7 – to know) it was going to cost so much I _________________________ (8 – not / to have) it done.
modal / to ask) for an estimate before letting them start. 4. A. – I can’t make my car ___________________ (10 – to start) on cold mornings.
5. After _______________________ (12 – to get / to know) him better, I regretted __________________ (13 – to judge) him unfairly. 6. _______________________ (14 – to finish) the painting he gave a sigh of relief. 7. Father: I’ve supported you all through university. Now I think it’s time you _________________ (15 – to begin) to support yourself. 8. That man has brought us nothing but trouble. I wish I _____________________ (16 – never / to set) eyes on him. 9. _____________________ (17 – to spend) 48 hours without sleep she couldn’t even think of going to bed, afraid _________________ (18 – to leave) Kitty unwatched over. 51. Translate from Russian into English: A. Скорее всего, экономика этого острова зависит от потока туристов, приезжающих сюда каждое лето. Местные власти, кажется, прилагают все усилия для строительства новых объектов социально-культурного и бытового обслуживания. Не может быть, чтобы вы не оценили (to appreciate) культурное и этническое разнообразие этого замечательного места! B. В последние десятилетия огромный ущерб был нанесен малым городам России. В XIX веке эти полные жизни города процветали и были центрами торговли и ремесел. В середине ХХ века некоторые из них были признаны ЮНЕСКО частью всемирного культурного наследия. Сейчас население в них постепенно сокращается: молодежь переезжает в крупные промышленные центры в поисках работы. Правительству уже давно пора сделать эти места привлекательными для туристов. Если бы индустрия туризма была возрождена, традиционные ремёсла позволили бы обеспечить работой местное население и уберечь (rescue) местную культуру от вымирания. HOME ACTIVITIES (8) 52. Write a paragraph to answer the question: How does foreign language learning shape a person’s cultural identity?
CLASSROOM ACTIVITIES (9)
53. Read the following text and
savvy – knowing a lot about something and able to make good judgments about it to tran'scend – to become free of negative attitudes, thoughts, or feelings that limit what you can achieve to parse [pQ:z] – to examine and describe the grammar of a sentence or a particular word in a sentence Lcontem'plation – the process of thinking about something or looking at somethingfor a long time What Kids Should Know Being tech-savvy is one thing. Being cultured means exploring the unknown. The shrinking world and waves of migrants continually re-educate America, reinventing its culture and its sense of what it means to be a refined person. The white Anglo-Saxon Protestant’s cultural bedrock of Shakespeare and the Bible has eroded: grad students today are as likely to be writing on the 12th-century Sufi saints or Mario Vargas Llosa novels as they are on the Western canon. Postmodernity – that trendy pseudo-philosophy that questioned hidden prejudices and preconceptions underpinning knowledge – managed, for a time, to shrink the space between high and low culture. During its vogue in the 1980s, Yale literature students were taught to “read” Ralph Lauren perfume ads with the same solemnity they applied to the Iliad. Though the po-mo rage has faded, scholars are still waging fierce debates over whether students are vessels to be filled with facts or souls to be stretched with perceptions. For the IT generation, many of whom can Web-surf as soon as they can read, the possibilities of cyberspace dazzle more than the slow-burn pleasures of a sonnet. Many teachers now emphasize attitudes like risk taking and compassion over knowledge. The stress is often made on learning how to learn. Given our fast-changing, globalized and info-saturated world, what will the cultured person the future look like? In the past, being educated meant knowing lots about the past. In the 21st century, it will increasingly mean looking to the future. We live in an age when professionals are increasingly specialized. The truly educated person – whether a Milton scholar, a Web-solutions designer or a brain surgeon – will be someone who can communicate with those outside their profession. A shrunken world latticed with interconnections will need translators – across borders, disciplines and cultures. All the parts of the world are interacting in such complex ways that the cultured person will be someone open to other cultures. They’ll have to be able to transcend their own culture, language and outlook. In the 1920s an American high-school senior could parse Virgil. A recent poll found that only one in seven Americans between 18 and 14 could find Iraq on a map. “A lot of American education focuses on making kids feel comfortable,” observes sociologist Richard Sennett. “It interprets the everyday. That’s not a good recipe for broadening your horizons.” Perhaps not, but it may be the danger of a democratic age. More than a century ago, Alexis de Tocqueville noted that democracies bred self-obsession: “In democratic communities,” he wrote, “each citizen is habitually engaged in the contemplation of a very puny object: namely himself.” The era of the Blogger, the personal Web site and the call-in cable show provides a marketplace of opportunities to listen to oneself or the like-minded. The trick, for coming generations, will be to stop contemplating the self, and to spend more time breathing unknown air. 54. Read the following text and
aquifer - a layer of rock or soil that can absorb and hold water The ecology of Hollywood Los Angeles is an unlikely city. Built over a major seismic fault, on the edge of one of the world's most inhospitable deserts, the city has developed like the extension of a Hollywood movie set, a sprawling urban fantasy which many people feel should not really exist. Scientists have estimated that the land and water in the area could naturally support 200,000 people, not the 15 million that live there. Since the 1880s, Los Angeles has been transformed from a sleepy cattle town with a population of 4,000, to a metropolis that now accounts for nearly one per cent of global greenhouse emissions. It is the car culture, with nine million cars contributing to the smog and air pollution and 40 per cent of the population suffering from respiratory problems due to vehicle emissions. Surprisingly, LA is now becoming the forum for some of the most progressive environmental thought in the USA. The city is full of contradictions. Often regarded as the symbol of consumerism and material extravagance, it is seen as the essence of anti-nature. Paradoxically, people often move to Los Angeles because of nature; attracted by its climate, the snow-capped mountains, the ocean and the beaches. The movie industry came here because of the clarity of the light, the 270 days of sunshine per year and the diversity of location close by. The fantasy has always depended on one fundamental resource – water. No metropolis on the planet has looked farther afield for its supply than LA has, and the fact that there are "no more rivers to bring to the desert" is a cause of much concern. The natural water table was exhausted after four decades in the 1890s. In 1913, when the controversial Los Angeles Aqueduct was first opened, diverting water over 350 kilometres from Owens Valley, chief engineer William Mulholland proclaimed that it would supply Hollywood's lawns and swimming pools for ever. Within ten years, the city needed more. And in the 90s, with the water level in Mono Lake falling to dangerously low levels, LA was ordered to reduce its water intake. Almost a third of the water feeding Los Angeles is now obtained by extraction from underground aquifers. Half of the considerable winter rainfall, which would permeate the soil and recharge the aquifers, is swallowed by concrete drainage systems and diverted into the Pacific. Since intensive farming methods require around 200,000 litres of water to produce what an average Californian eats in a day, the issue of water supply is never far away. Desperation has led to some ambitious proposals, ranging from a plastic pipeline from Alaska to towing icebergs from Antarctica. What few Angelinos are aware of today is that the city is actually built on a river. The so-called LA river, which passes through Hollywood studios and Chinatown, is the central natural feature of the city. As the city was paved over, the winter floods created a threat to economic expansion and, in the 1930s, work began to erase the river altogether. Engineers built a concrete channel, put the river inside it and fenced it off with barbed wire. The river became the ultimate symbol of LA's destruction of nature. Inevitably, the concrete flood-control system had disastrous ecological consequences, destroying wetland areas. However, plans are now underway to restore the river, recreate wetland areas to attract birds, establish nature walks and cycle paths. There is a feeling that if you can fix the LA river, you can fix the city. And if you can fix this city, it seems possible that you can fix any city." 55. Read the following text and
to dis'guise – to hide something; to make changes in the way something looks so that other people will not recognise them Are you a tourist or a traveller? Less than 40 years ago, tourism was encouraged as an unquestion-able good. With the arrival of package holidays and charter flights, tourism could at last be enjoyed by the masses. Yet one day, it seems feasible that there will be no more tourists. There will be ‘š！ÿturers’, ‘fieldwork assistants’, ‘volunteers’ and, of course, ‘travellers’. But the term ‘tourist’ will be extinct. There might be those who quietly slip away to foreign lands for nothing other than pure pleasure, but it will be a secretive and frowned upon activity. No one will want to own up to being one of those. In fact, there are already a few countries prohibiting tourists from entering certain areas where the adverse effects of tourism have already struck. Tourists have been charged with bringing nothing with them but their money and wreaking havoc with the local environment. It won’t be easy to wipe out this massive, ever growing tribe. Today there are more than 700 million ‘tourist arrivals’ each year. The World Tourism Organisation forcasts that by 2020, there will be 1.56 billion tourists travelling at any one time. The challenge to forcibly curtail more than a billion tourists from going where they want is immense. It is so immense as to be futile. You cannot make so many economically empowered people stop doing something they want to do unless you argue that it is of extreme damage to the welfare of the world that only the truly malicious, utterly selfish and totally irresponsible would ever consider doing it. So tourism is being attacked by more subtle methods, by being re-branded in the hope we won’t recognise it as the unattractive entity it once was. Adventurers, fieldwork assistants, and volunteers don’t go on holidays. ‘Un-tourists’ go on things called ‘cultural experiences’, ‘expeditions’, ‘projects’ and most tellingly, ‘missions’. While this re-branding is supposed to present a progressive approach to travel, it is firmly rooted in the viewpoint of the Victorian era. Like 19th century Victorian travellers, the modern day un-tourist insists that the main motive behind their adventure is to help others. Whereas the mass tourist and the area they visit are condemned as anti-ethical, the ethos of the un-tourist and the needs of the area they wander into are presumed to be in tune with each other. The re-packaging of tourism as meaningful, self-sacrificing travel is liberating. It allows you to go to all sorts of places that would be ethically out of bounds to a regular tourist. Mass tourists are excluded from this new kind of un-tourism. Pretending you are not doing something that you actually are – going on holiday – is at the heart of the un-tourist industry. Every aspect of the experience has to be disguised. The expeditions, projects and adventures are advertised in publications more likely to resemble magazines with a concern in ecological or cultural issues. The price is usually well hidden as if there is an unwillingness to admit that this is a commercial transaction. There is something disturbing in having to pay to do good. All tourism should be responsible towards and respectful of environmental and human resources. Some tourist developments, as well as individual tourists have not been so and should be challenged. But instead a divide is being driven between those few privileged, high-paying tourists and the masses. There is no difference between them – they are just being packaged as something different. Our concern should not be with this small number but with the majority of travellers. But should we bother? We who concern ourselves with this debate are potentially or probably un-tourists. We aren’t interested in saving leisure time abroad for the majority of people: we are interested in making ourselves feel good. REFERENCES 1. Roy Norris. Ready for CAE. Coursebook. 2004. 2. Roy Norris, Amanda French. Ready for CAE. Workbook. 2004. 3. Amanda French. CAE Testbuilder With Answer Key. Macmillan, 2003. 4. Mark Harrison. New Proficiency Testbuilder. Macmillan, 2002. 5. Sue O’Connell. Focus on IELTS. Longman. Pearson Education Limited, 2003. 6. Michael McCarthy, Filicity O’Dell. English Vocabulary in Use. Advanced. Cambridge University Press, 2007. 7. Virginia Evans, Jenny Dooley. Upstream Intermediate Plus. Express Publishing, 2002. 8. Virginia Evans, FCE Use of English. New Edition. Express Publishing, 2000. 9. Virginia Evans, Jenny Dooley. FCE Practice Tests 2. New Edition. Express Publishing, 2000. 10. Virginia Evans, Jenny Dooley. Mission 2. Coursebook. New Edition. Express Publishing, 2000. 11. Virginia Evans, Linda Edwards. Upstream Advanced. Express Publishing, 2002. Liz and John Soars, New Headway Upper-Intermediate 12. Mark Powell. In Company. Macmillan, 2005. 15. George Yule. Oxford Practice Grammar with answers. Oxford University Press, 2006. 16. Louise Hashemi with Raymond Murphy. English Grammar in Use. Supplementary Exercises with answers. Cambridge University Press, 2005. 17. Douglas Biber, Stig Jahansson, Geoffrey Leech, Susan Conrad, Edward Finegan. Longman Grammar of Spoken and Written English. Pearson Education Limited, 2000. 18. Ronald Carter, Rebecca Hughes and Michael McCarthy. Exploring Grammar in Context. Cambridge University Press, 2001. 19. Macmillan English Dictionary for Advanced Learners. Macmillan, 2003. 20. Jonathan Crowther (editor). Oxford Guide to British and American Culture. Oxford University Press, 2004. 21. Longman Dictionary of English Language and Culture. New Edition. Pearson Education Limited, 2003. 22. Oxford Guide to British and American Culture, Oxford University Press, 2004. 23. David Crystal. How Language Works. AVERY, a member of the Penguin Group (USA) Inc., New York, 2005. 24. Bruce Burgett and Glenn Hendler (edited by). Keywords for American Cultural Studies. New York University Press, 2007. 25. The Observer, 2005. 26. The New York Times, 2005. 27. Newsweek, 2003-2007. 28. The Moscow Times, 2004-2005. 29. The Economist, Millenium special edition. 30. The Bulletin, March 2006. 1 The White House – (here) the President 2 The Texan – (here) the man representing Space Industries of Houston, Texas. |
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